Tag: Hybrid

  • How Prospective Families Weigh Online and Hybrid College Options

    How Prospective Families Weigh Online and Hybrid College Options

    Nearly half of all students worldwide have engaged in online learning.

    Online and hybrid education have shifted from emergency responses during the COVID-19 pandemic to permanent, influential forces reshaping education from kindergarten to high school to higher education. Once seen as supplemental, these models play a central role in how students, families, and institutions approach learning, access, and opportunity.

    Full online enrollment remains rare in grades K-12, with just 0.6% of U.S. public school students fully online. However, hybrid learning is widespread, with 63% of students using online tools daily (National Center for Education Statistics, 2023). Globally, nearly half of all students have engaged in online learning, fueling a K–12 online education market valued at more than 171 billion U.S. dollars (Devlin Peck, n.d.; Yellow Bus ABA, n.d.).

    In higher education, the shift is even more pronounced. By 2023, over half of U.S. college students had taken at least one online course, and over one-quarter were enrolled exclusively online (National Center for Education Statistics, 2023; BestColleges, 2023). Adult learners and graduate students have been especially drawn to online programs, attracted by the flexibility and accessibility they offer (Arizton Advisory & Intelligence, 2023).

    But the numbers alone do not tell the whole story. To understand the future of online and hybrid learning, we need to listen to families, not as bystanders, but as essential decision-makers, advocates, and partners in shaping students’ educational journeys.

    What families and students think, and why it matters

    Across education levels, families appreciate the flexibility of online and hybrid models but consistently voice concerns about academic rigor, social connection, and equitable access.

    In K–12, parents generally prefer in-person schooling but want schools to improve the quality of online options (Barnum, 2020; Dong, Cao, & Li, 2020; Garbe, Ogurlu, Logan, & Cook, 2020). Adult and international students in higher education often rely on online programs to balance work and family demands. However, they face barriers such as isolation, inconsistent internet access, and limited interaction with peers and faculty (Kibelloh & Bao, 2014).

    Research underscores that strong course design is essential for satisfaction and success (Babb, Stewart, & Johnson, 2010; Detyna & Koch, 2023) and that social connection is not a luxury but a critical factor in persistence and well-being (Tayebinik & Puteh, 2012). Equity gaps also loom large: students without access to reliable devices, broadband, or support networks face steeper challenges (Eduljee, Murphy, Emigh-Guy, & Croteau, 2023; Neece, McIntyre, & Fenning, 2020).

    Families’ pandemic experiences reinforce these themes. Many described overwhelming stress and inequities that left them skeptical of online learning without stronger support and communication (Dong et al., 2020; Garbe et al., 2020; Neece et al., 2020).

    Key findings: What families want, and what budget cuts threaten

    The RNL, Ardeo, and CampusESP (2025) Prospective Family Engagement Report surveyed 9,467 families of prospective college students, offering rare insight into how families view online and hybrid education not just in theory, but as a meaningful factor in enrollment decisions.

    1. Families are cautious about fully online. Only 11% said they would consider a fully online experience for their student. In contrast, about 60% were open to hybrid models, which they saw as the “best of both worlds,” combining affordability, flexibility, and connection.

    2. First-generation families are more open. Nearly one in five said they would consider fully online, and 60% were open to hybrid options. These pathways can be lifelines, but cuts to advising, technology, or aid risk undermining that promise.

    3. Income divides are stark. Families earning under $60,000 were twice as likely to express interest in fully online compared to higher-income families. Yet as state funding declines, public colleges may raise tuition or online fees, making even “affordable” pathways harder to access.

    4. Race and ethnicity matter. Black and Hispanic families showed greater openness to online and hybrid formats than Asian or White families. That opportunity will only expand if institutions sustain culturally responsive communication, peer representation, and targeted support.

    5. Generational and gender differences are shifting demand. Younger parents and female caregivers are more comfortable with online and hybrid learning. Demand will keep growing, but families may see online options as second-class without continued investments in quality and communication.

    6. Region matters, too. Families in the Great Lakes and Far West regions were more receptive to online learning, while New England families leaned more traditional. These cultural and infrastructural differences should shape institutional strategies.

    These findings show that online and hybrid education hold real promise, especially for families seeking flexibility, affordability, and access. But that promise rests on a fragile foundation. Budget cuts threaten the very investments that make these models credible: faculty development, instructional design, technology, and support services. Without them, families’ trust could erode.

    What this means for colleges: Practical implications

    The research points to clear takeaways for colleges and universities:

    • Flexibility matters, but only if paired with quality. Families want flexible options backed by evidence of rigor, outcomes, and strong faculty engagement.
    • Hybrid is a strength, not a compromise. Market it as a high-quality “best of both worlds,” not a fallback option.
    • Equity-focused support is critical. Expand device loan programs, connectivity grants, and first-generation mentoring to close gaps.
    • Culturally tailored communication builds trust. Engage families with inclusive outreach and visible peer representation.
    • Generational shifts mean rising demand. Younger parents are more open to online and hybrid; invest now to meet tomorrow’s expectations.
    • Regional strategy matters. Align program design and marketing with local cultures, broadband realities, and institutional density.
    2025 Prospective Family Engagement Report2025 Prospective Family Engagement Report

    Ultimately, this is about listening. For some families, online pathways may be the only way higher education is possible. For others, a hybrid model that blends connection with convenience is the right fit. Institutions that understand these diverse perspectives and invest in the structures that support them will be best positioned to earn families’ trust and help students thrive.

    For more insights, read the 2025 Prospective Family Engagement Report from RNL, CampusESP, and Ardeo.

    References

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  • The silent hero of modern learning

    The silent hero of modern learning

    Key points:

    Education is undergoing a profound digital transformation. From immersive AR/VR learning in science labs to hybrid classrooms, real-time collaboration platforms, and remote learning at scale, how students learn and educators teach is changing rapidly. These modern, data-intensive applications require far more than basic connectivity. They demand high bandwidth, ultra-low latency, and rock-solid reliability across every corner of the campus.

    In other words, the minimum requirement today is maximal connectivity. And this is where Optical LAN (OLAN) becomes a game changer.

    The challenge with traditional LANs

    Most schools and universities still rely on traditional copper-based local area networks (LANs). But these aging systems are increasingly unable to meet the demands of today’s digital education environments. Copper cabling comes with inherent speed and distance limitations, requiring rip-and-replace upgrades every 5 to 7 years to keep up with evolving needs.

    To increase network capacity, institutions must replace in-wall cables, switches, and other infrastructure–an expensive, time-consuming and highly disruptive process. Traditional LANs also come with large physical footprints, high maintenance requirements, and significant energy consumption, all of which add to their total cost of ownership (TCO).

    In a world that’s demanding smarter, faster, and greener networks, it’s clear that copper no longer makes the grade.

    Built for the campus of the future

    Optical LAN is a purpose-built solution for both in-campus and in-building connectivity, leveraging the superior performance of fiber optic infrastructure. It addresses the limitations of copper LANs head-on and offers significant improvements in scalability, energy efficiency and cost-effectiveness.

    Here’s why it’s such a compelling option for education networks:

    1. Massive capacity and seamless scalability

    Fiber offers virtually unlimited bandwidth. Today’s OLAN systems can easily support speeds of 10G and 25G, with future-readiness for 50G and even 100G. And unlike copper networks, education IT managers and operators don’t need to replace the cabling to upgrade; they simply add new wavelengths (light signals) to increase speed or capacity. This means educational institutions can scale up without disruptive overhauls.

    Better yet, fiber allows for differentiated quality of service on a single line. For example, a school can use a 1G wavelength to connect classrooms and dormitories, while allocating 10G bandwidth to high-performance labs. This flexibility is ideal for delivering customized connectivity across complex campus environments.

    New School Safety Resources

    2. Extended reach across the entire campus

    One of the standout features of OLAN is its extended reach. Fiber can deliver high-speed connections over distances up to 20–30 km without needing signal boosters or additional switches. This makes it perfect for large campuses where buildings like lecture halls, research centers, dorms, and libraries are spread out over wide areas. In contrast, copper LANs typically max out at a few dozen meters, requiring more switches, patch panels and costly infrastructure.

    With OLAN, a single centralized network can serve the entire campus, reducing complexity and improving performance.

    3. Energy efficiency and sustainability

    Sustainability is top-of-mind for many educational institutions, and OLAN is a clear winner here. Fiber technology is up to 8 times more energy-efficient than other wired or wireless options. It requires fewer active components, generates less heat and significantly reduces the need for cooling.

    Studies show that OLAN uses up to 40 percent less power than traditional LAN systems. This translates into lower electricity bills and a reduced carbon footprint–important factors for schools pursuing green building certifications.

    In fact, a BREEAM (Building Research Establishment Environmental Assessment Method) assessment conducted by ENCON found that deploying OLAN improved BREEAM scores by 7.7 percent, particularly in categories like management, energy, health and materials. For perspective, adding solar panels typically improves BREEAM scores by 5-8 percent.

    4. Simpler, smarter architecture

    Optical LAN significantly simplifies the network design. Instead of multiple layers of LAN switches and complex cabling, OLAN relies on a single centralized switch and slim, passive optical network terminals (ONTs). A single fiber cable can serve up to 128 endpoints, using a fraction of the physical space required by copper bundles.

    This lean architecture means:

    • Smaller cable trays and no heavy-duty racks
    • Faster installation and easier maintenance
    • Fewer points of failure and lower IT footprint

    The result? A network that’s easier to manage, more reliable, and built to grow with an education institution’s needs.

    5. Unmatched cost efficiency

    While fiber was once seen as expensive, the economics have shifted. The Association for Passive Optical LAN (APOLAN) found that POL saved 40 percent of the cost for a four-story building in 2022. Even more, Optical LAN now delivers up to 50 percent lower TCO over a 5-year period compared to traditional LAN systems, according to multiple industry studies.

    Cost savings are achieved through:

    • Up to 70 percent less cabling
    • Fewer switches and active components
    • Reduced energy and cooling costs
    • Longer lifecycle as fiber lasts more than 50 years

    In essence, OLAN delivers more value for less money, which is a compelling equation for budget-conscious education institutions.

    The future is fiber

    With the rise of Wi-Fi 7 and ever-increasing demands on network infrastructure, even wireless connectivity depends on robust wired backhaul. Optical LAN ensures that Wi-Fi access points have the bandwidth they need to deliver high-speed, uninterrupted service.

    And as educational institutions continue to adopt smart building technologies, video surveillance, IoT devices, and remote learning platforms, only fiber can keep up with the pace of change.

    Optical LAN empowers educational institutions to build networks that are faster, greener, simpler, and future-proof. With growing expectations from students, faculty, and administrators, now is the perfect time to leave legacy limitations behind and invest in a fiber-powered future.

    After all, why keep replacing copper every few years when operators can build it right once?

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  • Blended and Hybrid Learning With MindTap

    Blended and Hybrid Learning With MindTap

    Reading Time: 4 minutes

    Whether today’s educators are teaching in-person, online or somewhere in between, their dedication to students has remained stronger than ever, despite rapid changes within the space. And in recent years, we’ve seen advances in technology and an increased emphasis on flexible learning environments reshape the higher ed classroom, resulting in both blended and hybrid learning models becoming more common.

    Let’s explore a few common models of blended and hybrid instruction and some course materials that tailor well to this type of learning experience.

    Blended and hybrid learning: a breakdown 

     The definitions of both terms may vary. Typically blended instruction includes teaching with a variety of technology tools, while hybrid instruction includes both in-person and online course sessions. These terms can apply at many levels, from specific course components (for example, a blended activity) to the broadest program or institution level, where an institution has a program with both in-person and online components. 

    Common models 

    Some of the more common models of hybrid and blended instruction include: 

    • Flipped: Students learn new content before class and practice it in the classroom. This approach allows for multimodal content presentation online, and gives students greater control of when, where and how they access course content. 
    • Enriched virtual: Students set the pace of their own learning and complete most of their coursework online.  
    • Rotation: Students rotate between multiple learning modalities, one of which is online. Other modalities may include in-person instruction, group projects, individual guidance and assignments. This approach allows for students to interact with content in a variety of ways, promoting engagement. 
    • Flex: Students direct their learning according to what works best for them among different learning modalities with an emphasis on online learning. The instructor is available for face-to-face support as needed. 
    • A la carte/Self blend: Students choose a supplementary online course to accompany other, in-person experiences.  

    Depending on the model and modality, students can receive immediate feedback through computer graded activities. They can also interact with classmates in a variety of ways, such as discussion forums, online (or in-person) class sessions, group projects and multi-person online recordings, such as those available through Bongo with MindTap.  

    Teaching blended and hybrid models with MindTap  

    Here are a few examples of titles across disciplines like world languages, marketing, art & humanities and health care, paired with our online learning platform, MindTap, that readily translate to blended or hybrid formats.  

    Atelier, 2e, Introductory French 

    From its inception, “Atelier: An Introductory French Program,” 2e by Kim Jansma, Margaret Ann Kassen, and Laurence Denié-Higney was designed for hybrid or flipped courses. This program includes a course manual with grammar and vocabulary presentations, readings and many interactive activities that can be assigned in class. Before coming to class, instructors can assign Learn It activities (readings and new content presentations) and Practice It activities (low-stakes, auto graded comprehension and application) in MindTap. Students and instructors then have an opportunity to discuss new content and practice applying it in open-ended and creative ways within a synchronous, in-person or virtual class.  

    Apply It activities (open-ended expansion) can be assigned for follow-up homework, while Got It activities close out the MindTap Learning Path sequence at the end of each chapter section, so students can verify their understanding. Alternatively, these Got It activities can be assigned as review activities at the end of the module prior to formal assessments. Evaluation can be completed during course time or virtually via online tests that accompany the program and are available through Cognero.   

    Marketing, 21e, Principles of Marketing 

    Blended and hybrid approaches can also work in courses that were not initially designed for hybrid instruction. For example, with “Marketing,” 21e by William M. Pride and O. C. Ferrell, students can complete the reading and subsequent Learn It comprehension activities before class. They can complete Apply It activities either before class to prepare for an upcoming discussion or after class as extension activities. Students can also use Study It materials such as flashcards and practice quizzes for review and to identify areas for improvement before a test.  

    In addition, this title’s MindTap contains activities that allow students to personalize their learning online, promoting self-reflection and real-world application of course concepts. For example, Why Does It Matter to Me? is a chapter-opening question that situates upcoming concepts in context and prompts students to reflect on their own knowledge and experiences. Case Activities in each chapter has students apply key concepts from the chapter to a real-world scenario, including media and reflection questions. You Make the Decision are branching-style questions where students walk through a scenario and make important, but difficult decisions. At the end of the Learning Path are comprehensive assessments of marketing analytics and Excel activities. Students review and manipulate data in Microsoft Excel to see how resulting calculations affect business decisions. The robust content in MindTap for “Marketing,” 21e facilitates a variety of blended and hybrid learning approaches by providing students with unique, personalized and authentic materials at all stages of the learning process. 

    Cultures and Values: A Global View of the Humanities, 10e, Humanities 

    With a media-rich MindTap, “Cultures and Values: A Global View of the Humanities,” 10e by Lois Fichner-Rathus provides students with the authentic primary materials they are learning about in the readings. In their eBooks, students can zoom in on images to see details such as brush strokes and lighting. They can also access authentic texts of selected literary works, listen to chapter-specific curated playlists on Spotify and watch videos through edited YouTube chapter playlists. By allowing students to view and interact with primary course content directly, hybrid and blended learning brings the materials to life while supporting flexibility and learning on the go. 

    Understanding ICD-10-CM and ICD-10-PCS: A Worktext – 2025, 10e, Medical Coding and Billing 

    While the previous examples have featured humanities and business courses, online learning is also common in workplace skills course such as medical coding and billing. Programs like “Understanding ICD-10-CM and ICD-10-PCS: A Worktext – 2025” 10e by Mary Jo Bowie provide a variety of comprehension and application-based activities, real-life case studies and review materials. Plus, it includes the Official Guidelines for Coding and Reporting for both ICD-10-CM and ICD-10-PCS. As a result, students can complete readings, study using PowerPoints and flashcards and gain vital practice with coding in preparation for the certification exam. Students appreciate the flexibility and independence that blended and hybrid learning offers, while gaining valuable preparation for certification. 

    The takeaways 

    Many forms of blended and hybrid learning – from flipped classrooms to fully-online, self-led courses – are common in higher education today. By providing a variety of robust online content, courses can offer students flexibility, authenticity and personalized learning to boost engagement and prepare them for their studies and future careers.  

     

    Check out these resources that support different types of learning models: 

     

    Written by Jarmila Sawicka, Learning Designer at Cengage

    Interested in ways MindTap can help engage students in your blended or hybrid model course? 

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  • Hybrid, Remote and Flexible Work: The Secret Sauce for Employee Retention? – CUPA-HR

    Hybrid, Remote and Flexible Work: The Secret Sauce for Employee Retention? – CUPA-HR

    by CUPA-HR | September 19, 2023

    Given the number of employees who successfully executed their work remotely at the height of the pandemic, it may come as no surprise that a substantial gap exists between the work arrangements that higher ed employees want and what institutions offer. According to the new CUPA-HR 2023 Higher Education Employee Retention Survey, although two-thirds of employees state that most of their duties could be performed remotely and two-thirds would prefer hybrid or remote work arrangements, two-thirds of employees are working completely or mostly on-site.

    Inflexibility in work arrangements could be costly to institutions and contribute to ongoing turnover in higher ed. Flexible work is a significant predictor of employee retention: Employees who have flexible work arrangements that better align with their preferences are less likely to look for other job opportunities.

    Flexible Work Benefits: A No-Brainer for Retention

    While more than three-fourths of employees are satisfied with traditional benefits such as paid time off and health insurance, survey respondents were the most dissatisfied with the benefits that promote a healthier work-life balance. These include remote work policies and schedule flexibility, as well as childcare benefits and parental leave policies.

    Most employees are not looking for drastic changes in their work arrangements. Even small changes in remote policies and more flexible work schedules can make a difference. Allowing one day of working from home per week, implementing half-day Fridays, reducing summer hours and allowing employees some say in their schedules are all examples of flexible work arrangements that provide employees some autonomy in achieving a work-life balance that will improve productivity and retention.

    A more flexible work environment could be an effective strategy for institutions looking to retain their top talent, particularly those under the age of 45, who are significantly more likely not only to look for other employment in the coming year, but also more likely to value flexible and remote work as a benefit. Flexible work arrangements could also support efforts to recruit and retain candidates who are often underrepresented: the survey found that women and people of color are more likely to prefer remote or hybrid options.

    Three Things You Can Do

    1. Use Data to Make a Case for Change. The CUPA-HR 2023 Higher Education Employee Retention Survey provides multiple data points that support remote, hybrid and flexible work for the retention and recruitment of top talent.
    1. Explore CUPA-HR Resources. Discover best practices and policy models for navigating the challenges that come with added flexibility, including managing a multi-state workforce:
    1. Remember the Two-Thirds Rule. In reevaluating flexible and remote work policies, remember: Two-thirds of higher ed employees believe most of their duties can be performed remotely and two-thirds would prefer hybrid or remote work arrangements, yet two-thirds are compelled to work mostly or completely on-site.

    You may also be interested in:

     



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  • Managing a Multi-State Workforce: Key Findings From the CUPA-HR Survey and a Public University’s Hybrid Approach – CUPA-HR

    Managing a Multi-State Workforce: Key Findings From the CUPA-HR Survey and a Public University’s Hybrid Approach – CUPA-HR

    by CUPA-HR | April 19, 2023

    As higher ed institutions face pressure to fill open positions and offer more flexible work opportunities, many are responding by recruiting and hiring employees who live and work in a state different from where their institution’s primary campus is located. CUPA-HR’s Multi-State Workforce Survey was developed to better understand institutions’ policies, practices and challenges related to out-of-state workers.

    Notable findings:

    • 89% of responding institutions employ out-of-state workers.
    • The most common types of out-of-state workers are adjunct/part-time faculty and salaried/exempt staff.
    • On median, institutions employ out-of-state workers from 8 states.
    • Most institutions have restricted policies for both recruiting and hiring out-of-state workers.
    • Of the one third of institutions who avoid hiring from certain states, the most common states institutions avoid hiring from were California, New York, Washington and Colorado.
    • Many institutions provide salary ranges on job postings, but most do not adjust salaries based on location.

    Despite the challenges of a multi-state workforce, excluding out-of-state workers can decrease the quality of the candidate pool and may cause institutions to miss out on top talent. Institutions pursuing, or considering pursuing, out-of-state workers may want to look at Clemson University’s hybrid approach to managing a multi-state workforce.

    Charged by senior leadership to explore options for out-of-state employment, Clemson University’s HR team, led by Chief Human Resources Officer Ale Kennedy, convened a cross-campus workgroup that reached out to several schools about their out-of-state work approaches. After reviewing the data, the workgroup recommended that in-house HR manage the green or “easy” states and outsource the more challenging states in order to minimize risk. To learn more about Clemson’s approach — and the full findings from the Multi-State Workforce Survey — be sure to watch CUPA-HR’s recent webinar “The State of the Multi-State Workforce: Employment Practices and Challenges.”



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